Valuing our teachers and raising their status - how communities can help
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This document discusses ways to value and raise the status of teachers. It notes that communities can help by showing they value the teaching profession. Countries where teachers feel their profession is valued have higher student learning outcomes. The document also discusses teachers' job satisfaction, self-efficacy, and perceptions of professionalism. Teachers with higher self-efficacy are more likely to use active learning instruction. Growing expectations on teachers can impact their well-being, motivation, and retention. Ensuring teachers feel supported in their work environment is important.
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Valuing our teachers and raising their status - how communities can help
- 1. Valuing our teachers and raising their status how communities can helpAndreas Schleicher ISTP, 22 March 2018
- 2. Teachers perception of the value of teaching 0 10 20 30 40 50 60 70 80 90 100 Singapore Korea Finland Alberta (Canada) Flanders (Belgium) Shanghai (China) NewZealand Russia Netherlands Australia England(UK) UnitedStates Average Norway Japan Latvia Denmark Poland Iceland Estonia Czech Republic Portugal Sweden France Percentageofteachers Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society
- 3. Australia Brazil Bulgaria Chile Croatia Czech Republic Denmark Estonia Finland France Iceland Israel Italy Japan Korea Latvia Mexico Netherlands Norway Poland Portugal Romania Serbia Singapore Slovak Republic Spain Sweden Alberta (Canada) England (United Kingdom) Flanders (Belgium) United States 0 5 10 15 20 25 30 35 40 45 0 10 20 30 40 50 60 70 80 Shareofmathematicstopperformers Percentage of teachers who agree that teaching is valued in society Countries where teachers believe their profession is valued show higher levels of excellence in learning outcomes (PISA) 3 Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012
- 4. Theme 2 Preparing students for their future, not our past The post-truth world where reality becomes fungible • Virality seems privileged over quality in the distribution of information • Truth and fact are losing currency Scarcity of attention and abundance of information • Algorithms sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies
- 6. Students are using more time online outside school on a typical school day (PISA) 0 20 40 60 80 100 120 140 160 180 200 Chile39 Sweden56 Uruguay33 CostaRica31 Spain44 Italy40 Australia52 Estonia50 NewZealand51 Hungary43 Russia42 Netherlands48 Denmark55 SlovakRepublic40 CzechRepublic43 Austria42 Latvia46 Singapore45 Belgium44 Poland46 Iceland51 OECDaverage-2743 Ireland48 Croatia40 Portugal42 Finland48 Israel34 Macao(China)45 Switzerland40 Greece41 HongKong(China)39 Mexico30 Slovenia37 Japan31 Korea20 Minutes per day 2015 2012 Figure III.13.3 Percentage of High Internet Users (spending 2 to 6 hours on line per day), during weekdays
- 7. The kind of things that are easy to teach are now easy to automate, digitize or outsource 35 40 45 50 55 60 65 70 1960 1970 1980 1990 2000 2006 2009 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interpersonal Mean task input in percentiles of 1960 task distribution
- 8. When fast gets really fast, being slow to adapt makes you really slow
- 10. Agency: Young people will need to be innovative, responsible and aware. They will have a sense of right and wrong, sensitivity to the claims that others make and a grasp of the proper limits on individual and collective action. Co-agency: The interactive, mutually supportive relationships that help learners to progress towards their valued goals. To help enable agency, educators need to recognise learners’ individuality, and also acknowledge the wider set of relationships – with their teachers, peers, families and communities – that influence their learning.
- 11. Poland Hong Kong-China Brazil New Zealand Greece Uruguay Estonia Finland Albania Croatia Latvia Germany Chinese Taipei Thailand Japan Turkey Hungary Israel Canada Bulgaria Jordan Chile Macao-China U.A.E. Belgium Netherlands Argentina Indonesia Denmark Kazakhstan Peru Costa Rica Switzerland Montenegro Tunisia Slovenia Qatar Singapore Portugal Colombia Malaysia Mexico Liechtenstein Korea Serbia Russian Fed. Romania Viet Nam Italy Shanghai-China R² = 0.36 300 350 400 450 500 550 600 650 -0.60 -0.40 -0.20 0.00 0.20 0.40 0.60 0.80 1.00 1.20 Meanmathematicsperformance Mean index of mathematics self-efficacy Countries where students have stronger beliefs in their abilities perform better
- 13. Creating new value connotes processes of creating, making, bringing into being and formulating; and outcomes that are innovative, fresh and original, contributing something of intrinsic positive worth. The constructs that underpin the competence are creativity/ creative thinking/ inventive thinking, curiosity, global mind-set, … . In a structurally imbalanced world, the imperative of reconciling diverse perspectives and interests, in local settings with sometimes global implications, will require young people to become adept in handling tensions, dilemmas and trade-offs. Underlying constructs are empathy, resilience/stress resistance trust, … Dealing with novelty, change, diversity and ambiguity assumes that individuals can think for themselves and work with others. This suggests a sense of responsibility, and moral and intellectual maturity, with which a person can reflect upon and evaluate their actions in the light of their experiences and personal and societal goals; what they have been taught and told; and what is right or wrong Underlying constructs include critical thinking skills, meta-learning skills (including learning to learn skills), mindfulness, problem solving skills, responsibility, …
- 14. Anticipation mobilises cognitive skills, such as analytical or critical thinking, to foresee what may be needed in the future or how actions taken today might have consequences for the future Reflective practice is the ability to take a critical stance when deciding, choosing and acting, by stepping back from what is known or assumed and looking at a situation from other, different perspectives Both reflective practice and anticipation contribute to the willingness to take responsible actions Implications for pedagogy
- 15. 0 10 20 30 40 50 60 70 80 Arts Humanities Mathematics National Language/s PE/Health Science Technologies Numberofmappedcontentitems Skills, Attitudes and Values Key concepts 2030 Learning Framework Competency Development Cycle Compound competencies for 2030 Current curricula and 2030 aspirations Preliminary findings of curriculum content mapping (lower secondary; Ontario, Canada)
- 16. Current curricula and 2030 aspirations Preliminary findings of curriculum content mapping (lower secondary; Japan) 0 20 40 60 80 100 120 140 160 Arts Humanities Mathematics National Language/s PE/Health Science Technologies Numberofmappedcontentitems Skills, Attitudes and Values Key concepts 2030 Learning Framewo rk Competency Development Cycle Compound competencies for 2030
- 17. Preliminary findings of curriculum content mapping (lower secondary) 0 50 100 150 200 250 300 350 400 Arts Humanities Mathematics National Language/s PE/Health Science Technologies Numberofmappedcontentitems 2030 Knowledge, Skills, Attitudes and Values Key concepts 2030 Learning Framework Competency Development Cycle New demands for compound competencies for 2030 Current curricula and 2030 aspirations (country average)
- 18. Learning time and science performance Figure II.6.23 Finland Germany Switzerland Japan Estonia Sweden Netherlands New Zealand Macao (China) Iceland Hong Kong (China) Chinese Taipei Uruguay Singapore Poland United States Israel Bulgaria Korea Russia Italy Greece B-S-J-G (China) Colombia Chile Mexico Brazil Costa Rica Turkey Montenegro Peru Qatar Thailand United Arab Emirates Tunisia Dominican Republic R² = 0.21 300 350 400 450 500 550 600 35 40 45 50 55 60 PISAsciencescore Total learning time in and outside of school OECD average OECD average OECDaverage
- 19. Learning time and science performance (PISA) Figure II.6.23 6 7 8 9 10 11 12 13 14 15 16 0 10 20 30 40 50 60 70 Finland Germany Switzerland Japan Estonia Sweden Netherlands NewZealand Australia CzechRepublic Macao(China) UnitedKingdom Canada Belgium France Norway Slovenia Iceland Luxembourg Ireland Latvia HongKong(China) OECDaverage ChineseTaipei Austria Portugal Uruguay Lithuania Singapore Denmark Hungary Poland SlovakRepublic Spain Croatia UnitedStates Israel Bulgaria Korea Russia Italy Greece B-S-J-G(China) Colombia Chile Mexico Brazil CostaRica Turkey Montenegro Peru Qatar Thailand UnitedArabEmirates Tunisia DominicanRepublic Scorepointsinscienceperhouroflearningtime Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
- 20. • Make it faster and more granular • Collaborative platforms for teachers to share and enrich teaching materials • As tools for inquiry- based pedagogies with learners as active participants • Well beyond textbooks, in multiple formats, with little time and space constraints Expand access to content Support new pedagogies Feedback Collaboration for knowledge creation Technology can amplify innovative teaching
- 21. 450 460 470 480 490 500 510 520 -2 -1 0 1 2 Scorepoints Technology in schools and digital skills still don’t square Source: Figure 6.5 Relationship between students’ skills in reading and computer use at school (average across OECD countries) OECD average Digital reading skills of 15-year-olds Intensive technology useNo technology use
- 22. % Yes No If I am more innovative in my teaching I will be rewarded (country average)
- 23. Some lessons • Rigor, focus and coherence • Remain true to the disciplines – but aim at interdisciplinary learning and the capacity of students to see problems through multiple lenses – Balance knowledge of disciplines and knowledge about disciplines • Focus on areas with the highest transfer value – Requiring a theory of action for how this transfer value occurs • Authenticity – Thematic, problem-based, project-based, co-creation in conversation • Some things are caught not taught – Immersive learning propositions
- 24. What teachers say and what teachers do
- 25. 96% of teachers: My role as a teacher is to facilitate students own inquiry
- 26. 86%: Students learn best by findings solutions on their own
- 27. 74%: Thinking and reasoning is more important than curriculum content
- 28. -2.00 -1.50 -1.00 -0.50 0.00 Prevalence of memorisation rehearsal, routine exercises, drill and practice and/or repetition 0.00 0.50 1.00 1.50 2.00 Switzerland Poland Germany Japan Korea France Sweden Shanghai-China Canada Singapore United States Norway Spain Netherlands United Kingdom Prevalence of elaboration reasoning, deep learning, intrinsic motivation, critical thinking, creativity, non-routine problems High Low Low High
- 29. Memorisation is less useful as problems become more difficult (OECD average) R² = 0.81 0.70 1.00 300 400 500 600 700 800 Difficulty of mathematics item on the PISA scale 3 Source: Figure 4.3 Difficult problem Easy problem Greater success Less success Odds ratio
- 30. Elaboration strategies are more useful as problems become more difficult (OECD average) R² = 0.82 0.80 1.50 300 400 500 600 700 800 Difficulty of mathematics item on the PISA scale 5 Source: Figure 6.2 Difficult problem Greater success Less success Easy problem Odds ratio
- 31. Active learning instruction is predicted by teachers’ self-efficacy Mexico Australia Latvia Romania Portugal Singapore Spain Finland Teachers with higher self-efficacy Teachers with lower self-efficacy -Active-learninginstruction +
- 32. Theme 3 Teachers’ well-being, confidence and efficacy
- 33. 3 9 39 Be experts on their discipline and experts on how students learn Respond to individual differences with broad pedagogical repertoire Provide continual assessment with formative feedback Be demanding for every student with a high level of cognitive activation Ensure that students feel valued and included and learning is collaborative Growing expectations on teachers • Some evidence that well-being factors impact motivation, self-efficacy and job commitment • Attrition a growing issue, with high costs • Growing teacher shortages
- 34. Teachers’ job satisfaction 0 20 40 60 80 100 The advantages of being a teacher clearly outweigh the disadvantages If I could decide again, I would still choose to work as a teacher I would recommend my school as a good place to work I enjoy working at this school All in all, I am satisfied with my job I am satisfied with my performance in this school Percentage of teachers Strongly agree Agree Disagree Strongly disagree
- 35. Teachers’ job satisfaction and class size 10.00 10.50 11.00 11.50 12.00 12.50 13.00 15 or less 16-20 21-25 26-30 31-35 36 or more Teachers'jobsatisfaction(level) Class size (number of students)
- 36. 0 10 20 30 40 50 60 70 Low professionalism High professionalism Fig II.3.3 Perceptions of teachers’ status Satisfaction with the profession Satisfaction with the work environment Teachers’ self-efficacy Teacher job satisfaction and professionalism
- 38. Professionalism Public confidence in profession and professionals Professional preparation and learning Collective ownership of professional practice Decisions made in accordance with the body of knowledge o the profession Acceptance of professional responsibility in the name of the profession and accountability towards the profession
- 39. Spending per student and learning outcomes Slovak Republic Czech Republic Estonia Israel Poland Korea Portugal New Zealand Canada Germany Spain France Italy Singapore Finland Japan Slovenia Ireland Iceland Netherlands Sweden Belgium UK Australia Denmark United States Austria Norway Switzerland Luxembourg Viet Nam Jordan Peru Thailand Malaysia Uruguay Turkey Colombia Tunisia Mexico Montenegro Brazil Bulgaria Chile Croatia Lithuania Latvia Hungary Shanghai-China 300 350 400 450 500 550 600 650 0 20 000 40 000 60 000 80 000 100 000 120 000 140 000 160 000 180 000 200 000 Average spending per student from the age of 6 to 15 (USD, PPPs) Low spending High spending PISAMathPerformance
- 40. Countries spend their money differently Contribution of various factors to salary cost of teachers per student in public institutions, lower secondary education (2015) - 4 - 3 - 2 - 1 0 1 2 3 4 Luxembourg Switzerland Austria hcom.(Belgium) Germany hcom.(Belgium) Denmark Finland Norway Slovenia Australia Spain Netherlands Ireland Portugal Canada UnitedStates Japan Korea Italy Greece Israel Poland France Hungary Estonia CzechRepublic SlovakRepublic Turkey Chile Latvia Mexico USD,Thousands Contribution of teachers' salary Contribution of teaching time Contribution of instruction time Contribution of estimated class size Difference of salary cost of teachers per student from OECD average
- 41. Session 1 Schools at the centre of communities Powerful learning environments are constantly creating synergies and finding new ways to enhance professional, social and cultural capital with others. They do that with families and communities, with higher education, with other schools and learning environments, and with businesses.
- 42. Schools and communities: a virtuous relationship Schools Successful schools draw on the resources and support of their communities Schools are vital to the social health of their local communities Schools at the centre of their communities are often the most successful schools. Communities Extracurricular activities that enrich communities in sports, social care and volunteering Research projects offer innovative answers to the needs of local enterprises, while enhancing entrepreneurialism among students and providing real- world experiences. Service learning Schools engage parents and families in learning, and also draw on resources of local enterprises, community organisations, social services, and sports and cultural institutions, such as museums, theatres or libraries Schools can become partners in serving the needs of local communities, especially in disadvantaged communities
- 43. Levelling the playing field • Because local communities differ in wealth and cultural capital, schools do not find themselves on a level playing field – Geographical segregation can lead to unequal opportunities for schools to benefit from engaging with the local community – Many OECD countries still face difficulties in equipping socio- economically disadvantaged schools to effectively address the challenges they face and offer their students a high-quality education • Several countries face challenge in terms of regional discrepancies in the educational offer – Difficulty to attract qualified teachers in remote areas
- 44. 0 10 20 30 40 50 60 70 80 90 100 Switzerland Japan Iceland Jordan Norway Austria Netherlands Algeria Uruguay Romania Lebanon Denmark Brazil VietNam Germany Greece Turkey Italy Chile France Tunisia Luxembourg Israel CABA(Argentina) Belgium OECDaverage Thailand Kosovo Mexico ChineseTaipei Sweden Peru Ireland FYROM Colombia UnitedStates NewZealand Canada TrinidadandTobago Spain Bulgaria Korea Malta UnitedKingdom Croatia Slovenia SlovakRepublic Georgia Indonesia CzechRepublic HongKong(China) Qatar Latvia Singapore DominicanRepublic Finland Lithuania UnitedArabEmirates Hungary Portugal Australia Montenegro B-S-J-G(China) Poland Albania CostaRica Estonia Russia Moldova Macao(China) Disadvantaged schools Advantaged schools Science competitions offered at school, by schools' socio-economic profile %
- 45. Differences in educational resources between advantaged and disadvantaged schools Figure I.6.14 -3 -2 -2 -1 -1 0 1 1 CABA(Argentina) Mexico Peru Macao(China) UnitedArabEmirates Lebanon Jordan Colombia Brazil Indonesia Turkey Spain DominicanRepublic Georgia Uruguay Thailand B-S-J-G(China) Australia Japan Chile Luxembourg Russia Portugal Malta Italy NewZealand Croatia Ireland Algeria Norway Israel Denmark Sweden UnitedStates Moldova Belgium Slovenia OECDaverage Hungary ChineseTaipei VietNam CzechRepublic Singapore Tunisia Greece TrinidadandTobago Canada Romania Qatar Montenegro Kosovo Netherlands Korea Finland Switzerland Germany HongKong(China) Austria FYROM Poland Albania Bulgaria SlovakRepublic Lithuania Estonia Iceland CostaRica UnitedKingdom Latvia Meanindexdifferencebetweenadvantaged anddisadvantagedschools Index of shortage of educational material Index of shortage of educational staff Disadvantaged schools have more resources than advantaged schools Disadvantaged schools have fewer resources than advantaged schools
- 46. Low math performance High math performance Mathematics performance of the 10% most disadvantaged American 15-year-olds (~Mexico) Mathematics performance of the 10% most privileged American 15-year-olds (~Japan) Poverty need not be destiny: PISA math performance by decile of social background PISAmathematicsperformance
- 47. 5 7 57 Square school choice with equity Financial incentives for schools Assistance for disadvantaged parents Manage/ consolidate school network Formula- based approaches to school financing Admission policies, controlled choice Foster collaboration /pairing among schools Engaging parents and stakeholders What can policy do?
- 48. Parents’ interest in their child's activities at school and well-being (average) 2.5 times more likely 1.9 times more likely 1.4 times less likely Twice less likely Wanting top grades at school Being very satisfied with life Feeling lonely at school Being not satisfied with life More likely Less likely As likely Students who say their parents are interested in their school activities are…
- 49. Spend time just talking to my child Eat <the main meal> with my child around a table Discuss how well my child is doing at school Attended a scheduled meeting or conferences for parents Talked about how to support learning at home and homework with my child’s teachers Discussed my child’s progress with a teacher on my own initiative Exchanged ideas on parenting, family support, or the child’s development with my child’s teacher Discussed my child's behaviour with a teacher on my own initiative Students' likelihood of being very satisfied with their life when their parents reported having participated in these school-related activities in the previous academic year Students' likelihood of being very satisfied with their life when parents reported engaging in these activities "at least once a week" Parents’ activities and students’ life satisfaction (country average) 20% more likely 60% more likely... As likely 40%30%10% 50% … To report high levels of life satisfaction 22 (12) PISA points advantage 19 (10) PISA points advantage
- 50. 0 10 20 30 40 The meeting times were inconvenient I was not able to get off from work I had no one to take care of my child/children I had problems with transportation My <language skills> were not sufficient I think participation is not relevant for my child’s development I do not know how I could participate in school activities My child does not want me to participate Percentage of students (country average) Obstacles to parents' participation in their child's school activities Figure III.9.8
- 51. 33 30 33 30 25 24 22 14 7 11 0 10 20 30 40 50 60 Hungary(28) Portugal(27) Chile(28) Italy(24) Croatia(18) Germany(19) Mexico(21) HongKong-China(13) Korea(7) Macao-China(10) Boys Girls Gender gap % Parents are more likely to expect their sons, rather than their daughters, to enter a STEM career – even when boys and girls perform equally well in school Source: Figure 5.1 (PISA 2012, ABC of gender equality) Gender gap among boys and girls with similar results in mathematics, reading and science performance STEM stands for science, technology, engineering and mathematics. Percentage of students whose parents expect that they will work in STEM occupations
- 52. What is holding change back?
- 53. What is holding change back? • Scale and reach of the sector – Everyone has participated, so everyone has an opinion • Everyone has a stake – Everyone supports reform – except for their own children – Those who promote reforms often change their mind when they understand what change actually entails • Education has a highly visible presence – There is no reform by stealth • The frogs don’t clear the swamp – The loss of privilege is pervasive simply because of the extent of vested interests in maintaining the status quo.
- 54. What is holding change back? • You can lose an election but you don’t win one over education – Complexity and length of reform trajectory that extend electoral cycles – A substantial gap between the time when the cost of reform is incurred, and the time when benefits materialise • Asymmetry of costs and benefits of educational reform – Reform is easy to derail by vocal interest groups – Costs are certain, benefits not • Provider capture – Teachers often command greater public trust than politicians – Even when parents have a poor opinion of the education system, they will generally view the school of their children and its teachers positively
- 55. What is holding change back? • Absence of supportive ecosystems – Lack of an education industry that pushes innovation and absorbs risks – A research sector that is disengaged from the real needs of real people and real classrooms • Absence of systematic reform evaluation • Lack of leadership capacity – Limited career structures
- 56. Effective governance… 66 Focuses on processes, not structures • Number of levels and power at each are not what make or break a good system, but rather the strength of the alignment across the system, the involvement of actors and the processes underlying governance and reform. Is flexible and able to adapt to change and unexpected events • Strengthening a system’s ability to learn from feedback is fundamental Works through building capacity, stakeholder involvement and open dialogue • Involvement of more stakeholders only works when there is a strategic vision and a set of processes to harness their ideas and input Requires a whole-of-system approach • Aligning policies, roles and responsibilities to improve efficiency and reduce potential overlap Harnesses evidence and research to inform policy and reform • A strong knowledge system combines data, research findings and expert practitioner knowledge. The key is knowing what to use, when, why and how.
- 57. What can policy do? Strive for consensus without compromising drive for improvement • Acknowledge divergent interests and provide mechanisms for institutionalized consultation • Build effective partnerships Engage teachers not just in implementation of reform but in their design Use and evaluate pilots • Policy experimentation can help build consensus on implementation and can prove powerful in testing out policy initiatives and – by virtue of their temporary nature and limited scope – overcoming fears and resistance by specific groups of stakeholders Back reforms with sustainable capacity Time implementation carefully
- 58. Find out more about our work at www.oecd.org/pisa – All publications – The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD Wechat: AndreasSchleicher Thank you